Understanding of How Communications Students Use Interactive Instructional Technology From a User Experience Perspective. (March 2019)

• Record Type: Journal Article
• Authors: Wagler, Adam
• Is Part Of: Journalism & mass communication educator. Volume 74:Number 1(2019)
• Page Start: 79
• Page End: 91
• Publication Date: 2019-03
• Subjects: instructional technology -- instructional design -- interactive media -- digital media; Communication -- Study and teaching (Higher) -- United States -- Periodicals; Journalism -- Study and teaching (Higher) -- United States -- Periodicals; Mass media -- Study and teaching (Higher) -- United States -- Periodicals; 070.07
• DOI: 10.1177/1077695818777413
• Languages: English
• ISSNs: 1077-6958

Abstract

The ubiquitous nature of technology presents new paradigms for higher education as students are bombarded by information in a media-rich world. College students are taking multiple courses at a time, over many semesters, and using many different educational technologies. The purpose of this qualitative case study is to describe the experiences with interactive instructional technology from the perspective of college students. Findings identified communication as the number one priority as the lines between personal and professional lives are blurred. However, technology introduces layers of separation between students, faculty, and course content. Faculty must be comfortable with technology to build trust with students while students are required to solve problems when technology is not working.